COTs on Environment

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Classroom Observation Tool on Environment January 2, 2013 9:24 AM

From: Erin Robbins

To: All Teachers Show more...

Cc: Administrator A Administrator B

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Good Morning,

I hope you each enjoyed a wonderful holiday season with family and

friends!

I wanted to be sure and share with you the rubric GCS is using to

evaluate the Literacy Environment and the Physical & Social Environment

in each of our classrooms implementing Balanced Literacy. This tool is

being used only to collect data for the county and will not be used as

a personally evaluative measure.

You may want to take a moment during your grade level meetings to view

the attached documents. I will be coming around during the month of

January to complete the COTs. Please let me know if you have any

questions.

Thank you for everything you do to help make Stovall-Shaw theexceptional place it is!

Erin L. Robbins

Stovall-Shaw Elementary School; Assistant Principal Intern

NC State University; Northeast Leadership Academy Fellow!


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Classroom Observation Tool

Primary Level

INSTRUCTIONS

1)Using the scales in this observation tool and the rating scale on page 3, please rate each

teacher in your school who has been trained in the Balanced Literacy framework on the

quality of their implementation of the framework.

2)For each teacher, please fill in the information below:

Teachers Name ______________________________________________________

Teachers School __________________________ Teachers Grade ____________

Rater (your name) _____________________________________________________


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Literacy Classroom Observation Tool

Primary Level

Introduction

This tool is designed for observation in Balanced Literacy classrooms.1 It is designed to evaluate the extent to which the teachers implementationof the Literacy framework conforms to the framework as articulated in Guiding Reading:Good First Teaching for All Children (Fountas & Pinnell,

1996) and other Balanced Literacy materials. It includes the following scales:

Literacy Environment

Physical & Social Environment

Grouping & Basic Structure

Reading Workshop: Guided Reading

Reading Workshop: Literature Study

Reading Workshop: Independent Reading

Language/Word Study

Writing Workshop

Assessment

1Education Development Center, Inc. in 2002 originally developed this tool. This revised version is based on the original EDC tool but reflects revisions by

Lesley University Intermediate Faculty (May 2005) and Granville County Schools (April 2011).


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Rating Scale

Each scale utilizes the following rating scheme:

0= none or very little evidence of learning and/or supportive teaching

1= some evidence of learning and/ or supportive teaching

2= moderate evidence of learning and/or supportive teaching

3= high evidence of learning and/or supportive teaching

4= demonstrates a model for excellence in teaching that results in a high level of student learning


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I. Literacy Environment

The teacher carefully plans and effectively creates a literacy environment that fosters student interest and engagement in literacy learning.

Environmental Print Book Area Writing Supply Area Word Study Area Poetry Area

Displays and charts reflect

classs literacy learning

Limited commercially-made

wall charts and displays

Individual and group work

displayed

Charts from shared or

interactive writing displayed

for student reference

Guidelines for daily routines

displayed

Materials clearly labeled Large print name chart(s)

often moving to first/last in

grades 1 and 2 Word Wall: organized and

large enough to be helpful

and accessible to students Work board with literacy

workstation icons

Contains books of a wide

variety of genres

Contains books that are

organized in a variety of

ways such as by topic,

author, genre, or award

winners

Contains books displayed

attractively and face front

May contain student

recommendations Browsing boxes, labeled for

groups or individuals

Contains a wide variety of

materials, including

different kinds of writing

paper, writing tools,

correction tape or fluid,

staplers, dictionaries and

thesauruses, letter stamps,

scissors, glue, tape, rulers

Materials are well-organized

and labeled

Materials are accessible to

students

Contains neat, organized

storage space for word study

materials, including word

study notebooks, and

magnetic letters

Buddy Study schedule may

be posted (Grades 1&2)

Minilesson charts on word

study (e.g., how to add

endings to words) are

displayed for student

reference (Grades 1& 2)

Contains a display or

collection of student poetry

anthologies

Contains a collection of

published poetry anthologies

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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II. Physical and Social Environment

The teacher organizes the physical environment in a way that fosters effective learning. The teacher also helps to create a social environment that promotes respect and

collaboration.

General Classroom Organization Student Space and Materials Social Environment

Furniture organized to allow easy movement of entire

class from one area to another Contains comfortable Community Meeting area that

allows students to meet in a circle

Community Meeting area contains an easel or

whiteboard

Classroom contains at least one small-group meeting

area that accommodates 4 - 8 students and teacher

Classroom incorporates structures designed to

maximize time and build routines (e.g., bins for

homework, attendance sheets, notes for home, etc.) An organized classroom free of clutter Workstations, with directions for use and appropriate

materials readily available

Each student has a home space (e.g., desk or seat at

table) Desks and tables are arranged such that clusters of

students can work collaboratively

Individual storage system is provided for each students

materials if desks are not available

The noise level in the classroom is low enough that

students can work effectively Students move independently throughout the room

Students can easily locate materials and replace them

when they are done

Community meetings are orderly

Students know the schedule and routines and follow

them easily

Students listen respectfully to one another

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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III. Grouping and Basic Structure

The teacher utilizes grouping strategies that help him or her accomplish the goals of the Balanced Literacy framework. The teacher plans time carefully, adhering to the

Balanced Literacy guidelines, and ensuring large blocks of time for literacy instruction.

Grouping Basic Structure

Dynamic grouping is used

Needs-based groups are used for Guided Writ ing Temporary homogenous groupings are used for Guided Reading

Teacher uses observation and assessment of students to inform grouping choices

Literacy instruction occurs in three blocks: Writing Workshop, Reading Workshop, and

Language/Word Study Reading Workshop(Shared Reading/Guided Reading/Workstations) lasts for about 90

minutes daily

Writing Workshop lasts for about 45- 60 minutes daily

Language/Word Study lasts for about 30 minutes daily, interspersed throughout the day

as possible

0 1 2 3 4 0 1 2 3 4


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IV. Reading Workshop: Guided Reading

Guided Reading is one component of three that make up Reading Workshop. In Guided Reading, the teacher works with a small group of readers to develop specificreading strategies that help them construct meaning from text. Guided Reading always follows the same format, with a text introduction, reading, and discussion and

teaching for process strategies following reading. Word Work and Extension activities are optional components of Guided Reading.

Text Introducing the Text Reading the Text After Reading the Text Extending the

Meaning

(optional)

Word Work

(optional)

Teacher is clearly

familiar with the selectedtext

Text contains concepts

and words that are

accessible to students

through instruction

Level of text is at

students instructional

level

Teacher selects text

based on information

about the students in the

group

Introduction is

conversational and brief Teacher scaffolds readers

with consideration to the

following: students

background knowledge,

making connections to

their lives & other texts,

text features, literary

craft, text structure, and

students interests

Includes information on

content and themes

Teacher may ask students

to attend to one or more

particular aspects of the

text but not to the

exclusion of focusing on

the meaning of the whole

text

Students read silently

Teacher listens tostudents read aloud,

taking notes on their oral

reading as needed

Teacher may confer with

students about the

reading

Discussion is conversational

Teacher facilitates discussionthat helps students to: discuss

their interest in the reading,

analyze the text, summarize

and synthesize information,

communicate ideas with

others, make inferences and

hypotheses, make connections

between texts and their lives,

evaluate text based on their

knowledge and experience,

confirm and extend meaning,

relate text to another, discuss

character development, etc.

Teacher teaches for processing

strategies

Students write

about the text Students do

another text-

related activity

that extends their

understanding of

the text

Brief (1 - 2

minutes) Focus on analysis

of individual

words using only

visual

information

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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V. Reading Workshop: Literature Study

Literature Study is one component of three that make up Reading Workshop. In Literature Study, students have the opportunity to work in heterogeneous groupings toread and discuss high quality literature. Although the teacher provides guidance and modeling, this component allows students to self-select books, to plan their study,

and to tailor discussion to their interests.

Text Before Reading Reading the Text After Reading the Text Teacher Role

Text is primarily student-selected, with some

teacher guidance

Text is sufficiently deepand has sufficient layers

to allow for literary

discussions and

interpretation

Students in a given group

may all read the same bookor different books related

by theme or by author

Teacher groups studentsheterogeneously

Students and teacher

develop a schedule formeeting and discussing the

book

Students read or reread thebook independently

Students may make notes,

write, or draw inpreparation for meeting

Students meet to discussthe book

Students choose topics of

discussion

Teacher observes

discussion, intervening as

necessary to model

Teacher acts as a facilitatorrather than an instructor

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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VI. Reading Workshop: Shared Reading and Managed Independent WorkstationsIn Shared Reading students read together or take roles in reading a short shared text. They reflect the meaning of the text with their voices. The teacher decides on a fewgoals to focus on with the students.Managed Independent Workstations provide students with opportunities to work and reinforce previous learning independently while providing teachers with time for

small group instruction.

Shared Reading Managed Independent Workstations

Organization of Materials

A designated area for gathering should be large enough to accommodate the

children. The children should be seated with all children having visual access

to the easel.

An easel, pocket chart, or wall space to display of written material to be read.

Additional materials are easily accessible (Wikki Stix, Frames, Cover-up tape)

Printed text of high quality in a font large enough to be easily seen by all

Observation

Actively teaching a strategy/skill that is focused on a significant aspect of thereading/writing process

Emphasizing a readers/writers statement using appropriate language: As areader, we have to stop our voices where the writer tells us to. Readers stop

their voices when they see a period. OrThis author uses a repetitive line to

emphasize meaning for the reader.

Rereading text to enhance fluency and comprehension

Using a transition statement of what students will try today: Today when you

are reading be sure to use and when we come back you will have a chance to

share a t the end o f managed independent learningGeneral Tips

The following materials may be used for shared reading:

Big books Charts poems, stories, passages

Pocket chart - stories, poems, passages

Overhead transparencies of content area materials

Interactive Writing

Wall Stories

Workboard: in a location easily seen by all

Icons to identify stations

Simple directions (I Can)

Reading & writing options in stations

Tiered practice

Choice

Accountability

Possible Stations Browsing Boxes

Library

Read the Room

Write the Room

Writing

Big Book Listening

Content Area

Word Study/ABC/Buddy Study

Overhead

Poetry

Pocket Chart

Drama/Storytelling

Other

0 1 2 3 4 0 1 2 3 4


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VII: Language/Word Study

Interactive Read-

Aloud

Interactive Writing Interactive Vocabulary Interactive

Edit

Word Study Additional

Components

Teacher selects high-

quality fiction, non-

fiction, and poetry

for read-aloud

Students are seated

comfortably

While reading, the

teacher engagesstudents in

discussion by having

them relate the text

with their own lives,

think about authors

craft, genre or theme,

make predictions,

etc.

Teacher models

thinking aloud

Read-aloud books

read are displayed so

students may reread

them Teacher may display

chart of titles of

books read aloud

Negotiation of text

Teacher and students negotiate the

exact text

Text should be readable for the

students

Text negotiated has an authentic

purpose

Teacher refers to the audience as

readers and the students aswriters

Composing of text

If the piece is a continuation of the

message from yesterday, the

teacher and students reread entire

piece to model the writing process.

Teacher guides students through

decisions that may involve:

audience, word choice, sentence

structure, point of view, form,

illustrations, style, and mood.

Teacher guides students as they

plan text:

1. restating the message several

times

2.counting the words in the

message

3.pointing to the spots on the

paper where the message will be

written

Constructing the text

Teacher makes moment-to-moment

decisions based upon his/her

knowledge of the students writing

skills, knowledge and/or behaviors.

Teacher shares the pen with

students.

Teacher assists students as they

reread text to clarify meaning.

Comprises 5 - 10 minutes of

the Language/Word Study

block

Teacher selects words for

study based on curricular or

student needs and interests

Teacher leads a lively

discussion about a fewexamples

Teacher focuses discussion

on word meanings

Teacher

explicitly

teaches about

conventions,

skills, and

strategies

Teacher focuses on the

rules of phonics and

spelling

Teacher delivers brief

minilesson based on

student or curricular

needs

Students apply theminilesson to

manipulating letters

and/or words by making

words with magnetic

letters, word sorts, &

finding words in

categories

Manipulative materials

are well organized

before lesson

The Buddy Study

method is consistently

used to help students

study spelling words

Spelling words selected

from 3 sources: spelling

minilessons, words to

learn based on errors

from students own

writing, and 500 mostfrequently used words

Students may use word

study notebook to keep

track of their work

Teacher quickly

presents a

standardized test-

taking skill

Teacher chooses from

among the following

options to help

students buildcommunication skills:

discussion and

conversation about

theme in books,

words, current events,

performance/dramatiza

tion, poetry, readers

theater, shared

reading, choral

reading, and

handwriting

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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VIII. Writing Workshop

During Writing Workshop, the teacher may select any combination of Independent Writing, Guided Writing, and Investigations. Independent Writing allows studentsto write about self-selected and assigned topics using the process approach. During Guided Writing, the teacher offers direct instruction in a skill or skills based on the

needs of the class. Writing Workshop always begins with a minilesson and ends with group sharing.

Writers Talk, Minilesson, &

Status of the Class

Independent Writing Guided Writing Group Sharing & Evaluation

Lasts about 5 - 10 minutes when

Writers Talk is included Writers Talk (optional): Teacher

and/or student present a brief (1 - 2

minutes) talk about a writers life,

writing process, or craft

Minilesson is based on students needs

or curricular objectives

Objective of minilesson is focused and

is stated in one or two sentences

Minilessons may generate charts to

hang up around the classroom

Status of the Class (optional): lasts 2

minutes

Lasts about 30 - 45 minutes

Students write quietly working ondrafts

Writing topics are both self-selected

and assigned

Multi-stage writing process (Explore,

Draft, Edit, Publish) is used

Teacher confers with students and

extends students processing and

understanding

Teacher asks genuine questions in

conferences

Teacher takes notes during individual

conferences

Teachers forms groups based on

student needs or interests Teacher establishes a writing focus

around drafting, revision, or editing

Teacher provides a rationale for when,

where, and why this understanding

may be used

Teacher may use mentor text or

models or other resources like a

thesaurus or dictionary

Teacher confers with individuals in

the group as they apply new

understandings to their writing

Students share their work, discuss the

focus of the lesson, and how to apply

it to future work


Sharing may occur in whole classin a community setting, in small

groups, or in pairs

Students may connect back to the

minilesson, discuss reactions to

reading, read parts of their books

aloud, or share written responses

Students might evaluate how the

Writing Workshop is going

Teacher lifts or extends students

understanding

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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IX. Assessment

Careful assessment and observation are the cornerstone of the Balanced Literacy framework. Teachers use a variety of assessment techniques as well as their

observations of students reading and writing behaviors to inform instructional decisions.

General Practices Assessment of Reading Assessment of Writing Assessment of Word Study

Teacher uses a variety of assessment

techniques

Assessment is embedded daily inreading, writing, and language/word

study

Students are involved in the

assessment process by routinely

assessing their own work and setting

goals

Teacher uses assessment to inform

instruction Teacher uses assessment to establish

and reconfigure instructional groups

Assessment of students reading

should examine these indicators:

strategic actions for sustaining andexpanding reading, reading habits

(amounts, type, and quality of

reading), level of text, attitudes and

interests, response to literature

Assessment techniques should include

Balanced Literacy required reading

assessments and others that the teacher

may find useful

Assessment of students writing should

examine these indicators: organization

and development of ideas, the writerscraft, voice, word choice, and

language, conventions (grammar,

punctuation, and spelling) , students

interest and attitudes toward writing


Balanced Literacy required writing


may find useful

Assessment of students word

study knowledge should examine

these indicators: phonics,spelling, and vocabulary

Assessment techniques should

include Balanced Literacy

required word study assessments

and others that the teacher may

find useful

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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Classroom Observation Tool

Intermediate Level

INSTRUCTIONS

1)Using the scales in this observation tool and the rating scale on page 3, please rate each teacher in your school who

has been trained in the Balanced Literacy framework on the quality of their implementation of the framework.

2) For each teacher, please fill in the information below:

Teachers Name ______________________________________________________

Teachers School __________________________ Teachers Grade ____________

Rater (your name) _____________________________________________________


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Literacy Classroom Observation Tool

Intermediate Level

IntroductionThis tool is designed for observation in Balanced Literacy classrooms.1

It is designed to evaluate the extent to which the teachersimplementation of the Literacy framework conforms to the framework as articulated in Guiding Readers and Writers Grades 3-6 (Fountas &

Pinnell, 2001) and other Balanced Literacy materials. It includes the following scales:

Literacy Environment

Physical & Social Environment

Grouping & Basic Structure

Reading Workshop: Guided Reading

Reading Workshop: Literature Study

Reading Workshop: Independent Reading

Language/Word Study

Writing Workshop

Assessment

1Education Development Center, Inc. in 2002 originally developed this tool. This revised version is based on the original EDC tool but reflects revisions

by Lesley University Intermediate Faculty (May 2005) and Granville County Schools (April 2011).


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Rating Scale

Each scale utilizes the following rating scheme:

0= none or very little evidence of learning and/or supportive teaching

1= some evidence of learning and/ or supportive teaching

2= moderate evidence of learning and/or supportive teaching

3= high evidence of learning and/or supportive teaching

4= demonstrates a model for excellence in teaching that results in a high level of student learning


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I. Literacy Environment

The teacher carefully plans and effectively creates a literacy environment that fosters student interest and engagement in literacy learning.

Environmental Print Book Area Writing Supply Area Word Study Area Poetry Area

Displays and charts reflect

classs literacy learning

Limited commercially-made

wall charts and displays

Individual and group work

displayed

Charts from minilessons


reference

Guidelines for daily routines

displayed

Materials clearly labeled

Contains books of a wide

variety of genres

Contains books that are

organized in a variety of

ways such as by topic,

author, genre, or award

winners

Contains books displayed

attractively and face front

May contain student

recommendations

Contains a wide variety of

materials, including

different kinds of writing

paper, writing tools,

correction tape or fluid,

staplers, dictionaries and

thesauruses, letter stamps,

scissors, glue, tape, rulers

Materials are well-organized

and labeled

Materials are accessible to

students

Contains neat, organized

storage space for word study

materials, including word

study notebooks, and

magnetic letters

Buddy Study schedule may

be posted

Minilesson charts on word

study (e.g., how to add

endings to words) are


reference

Contains a display or

collection of student poetry

anthologies

Contains a collection of

published poetry anthologies

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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II. Physical and Social Environment

The teacher organizes the physical environment in a way that fosters effective learning. The teacher also helps to create a social environment that promotes respect

and collaboration.

General Classroom Organization Student Space and Materials Social Environment

Furniture organized to allow easy movement of

entire class from one area to another

Contains comfortable Community Meeting area that

allows students to meet in a circle

Community Meeting area contains an easel or

whiteboard

Classroom contains at least one small-group meeting

area that accommodates 4 - 8 students and teacher

Classroom incorporates structures designed to

maximize time and build routines (e.g., bins for

homework, attendance sheets, notes for home, etc.)

Each student has a home space (e.g., desk or seat at

table)

Desks and tables are arranged such that clusters of

students can work collaboratively

Individual storage system is provided for each

students materials if desks are not available

The noise level in the classroom is low enough that

students can work effectively

Students move independently throughout the room

Students can easily locate materials and replace them

when they are done

Community meetings are orderly

Students know the schedule and routines and follow

them easily

Students listen respectfully to one another

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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III. Grouping and Basic Structure

The teacher utilizes grouping strategies that help him or her accomplish the goals of the Balanced Literacy framework. The teacher plans time carefully, adhering

to the Balanced Literacy guidelines, and ensuring large blocks of time for literacy instruction.

Grouping Basic Structure

Dynamic grouping is used

Needs-based groups are used for Guided Writing

Temporary homogenous groupings are used for Guided Reading

Heterogeneous groupings are used for Literature Study

Teacher uses observation and assessment of students to inform grouping choices

Literacy instruction occurs in three blocks: Writing Workshop, Reading Workshop,

and Language/Word Study

Reading Workshop lasts for about 60 minutes daily

Writing Workshop lasts for about 45- 60 minutes daily

Language/Word Study lasts for about 30 minutes daily, interspersed throughout the

day as possible

0 1 2 3 4 0 1 2 3 4


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IV. Reading Workshop: Guided Reading

Guided Reading is one component of three that make up Reading Workshop. In Guided Reading, the teacher works with a small group of readers to develop

specific reading strategies that help them construct meaning from text. Guided Reading always follows the same format, with a text introduction, reading, and

discussion following reading. Word Work and Extension activities are optional components of Guided Reading.

Text Introducing the

Text

Reading the Text After Reading the Text Extending the

Meaning(optional)

Word Work

(optional)

Teacher is clearly

familiar with the

selected text

Text contains concepts

and words that are

accessible to students

through instruction

Level of text is at

students instructional

level

Teacher selects text

based on information

about the students in the

group

Introduction is

conversational and brief

Teacher scaffolds

readers with

consideration to the

following: students

background knowledge,

making connections to

their lives & other texts,

text features, literary

craft, text structure, and

students interests

Includes information on

content and themes

Teacher may ask

students to attend to one

or more particular

aspects of the text but

not to the exclusion of

focusing on the

meaning of the whole

text

Students read

silently

Teacher listens to

students read

aloud, taking notes

on their oral

reading as needed

Teacher may

confer with

students about the

reading

Discussion is conversational

Teacher facilitates discussion

that helps students to: discuss

their interest in the reading,

analyze the text, summarize

and synthesize information,

communicate ideas with others,

make inferences and

hypotheses, make connections

between texts and their l ives,

evaluate text based on their

knowledge and experience,

confirm and extend meaning,

relate text to another, discuss

character development, etc.

Teacher teaches for processing

strategies

Students write about

the text

Students do another

text-related activity

that extends their

understanding of the

text

Brief (1 - 2

minutes)

Focus on

analysis of

individual

words using

only visual

information

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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V. Reading Workshop: Literature Study

Literature Study is one component of three that make up Reading Workshop. In Literature Study, students have the opportunity to work in heterogeneous

groupings to read and discuss high quality literature. Although the teacher provides guidance and modeling, this component allows students to self-select books, to

plan their study, and to tailor discussion to their interests.

Text Before Reading Reading the Text After Reading the Text Teacher Role

Text is primarily student-

selected, with some

teacher guidance

Text is sufficiently deep

and has sufficient

layers to allow forliterary discussions and

interpretation

Students in a given group

may all read the samebook or different booksrelated by theme or by

author

Teacher groups students

heterogeneously

Students and teacherdevelop a schedule for

meeting and discussing

the book

Students read or reread

the book independently

Students may makenotes, write, or draw in

preparation for meeting

Students meet to discuss

the book

Students choose topics ofdiscussion

Teacher observes

discussion, intervening asnecessary to model

Teacher acts as a

facilitator rather than an

instructor

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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VI. Reading Workshop: Independent Reading

Independent Reading is one component of three that make up Reading Workshop. In Independent Reading, students self-select books that are at a comfortable

level and read independently. Focused minilessons are tailored to the needs of the class, while readers notebooks provide teacher and students a means of

communicating about reading as well as a means of using writing to extend student understanding of text.

Book Talk, Minilesson, & Status of theClass

Independent Reading Group Sharing & Evaluation

Lasts about 5 - 15 minutes when Book Talk is included

Book Talk (optional): Teacher and/or student present a

brief (1 - 2 minutes) commercial fo r a book

Minilesson is based on students needs or curricular

objectives

Objective of minilesson is focused and is stated in one

or two sentences

Minilessons may generate charts to hang up around the

classroom

Status of the Class (optional): lasts 2 minutes


Students select and read just right texts

independently or write about their reading

Teacher confers with students and extends

students processing and understanding

Teacher asks students genuine questions in

conferences

Teacher takes notes during individual conferences

Teacher may meet with small groups


Sharing may occur in whole class in a community

setting, in small groups, or in pairs

Students may connect back to the minilesson,

discuss reactions to reading, read parts of their

books aloud, or share written responses

Students might evaluate how the Reading

Workshop is going

Teacher lifts or extends students understanding

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4


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VII: Language/Word Study

Language/Word Study offers the teacher an opportunity for direct instruction in specific skills. The teacher selects among diverse areas of focus based on the needs of the

students. Language/Word Study includes the following major focus areas: reading comprehension (taught through Interactive Read-Aloud), vocabulary, specific writing

skills (taught through Interactive Edit), and word study. Additional skills, such as skills for taking standardized tests, may also be introduced.

Interactive Read-Aloud Interactive

Vocabulary

Interactive Edit Word Study Additional Components

Teacher selects high-quality

fiction, non-fiction, and poetry

for read-aloud

Students are seated

comfortably

While reading, the teacher

engages students in discussion

by having them relate the text

with their own lives, think

about authors craft, genre or

theme, make predictions, etc.

Teacher models thinking

aloud

Read-aloud books read are

displayed so students may

reread them Teacher may display chart of

titles of books read aloud

Comprises 5 - 10

minutes of the

Language/Word Study

block

Teacher selects words

for study based on

curricular or student

needs and interests

Teacher leads a lively

discussion about a few

examples

Teacher focuses

discussion on word

meanings

Teacher explicitly

teaches about

conventions, skills, and

strategies

Teacher focuses on the rules of phonics

and spelling

Teacher delivers brief minilesson based

on student or curricular needs

Students apply the minilesson to

manipulating letters and/or words by

making words with magnetic letters,

word sorts, & finding words in categories

Manipulative materials are well

organized before lesson

The Buddy Study method is consistently

used to help students study spelling

words

Spelling words selected from 3 sources:

spelling minilessons, words to learn

based on errors from students own

writing, and 500 most frequently used

words

Students may use word study notebook tokeep track of their work

Teacher quickly presents a

standardized test-taking skill

Teacher chooses from

among the following options

to help students build

communication skills:

discussion and conversation

about theme in books,

words, current events,

performance/dramatization,

poetry, readers theater,

shared reading, choral

reading, and handwriting

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VIII. Writing Workshop

During Writing Workshop, the teacher may select any combination of Independent Writing, Guided Writing, and Investigations. Independent Writing allows students to

write about self-selected and assigned topics using the process approach. During Guided Writing, the teacher offers direct instruction in a skill or skills based on the needs

of the class. Investigations provides students with an opportunity to research and write about a topic. Writing Workshop always begins with a minilesson and ends withgroup sharing.

Writers Talk,

Minilesson, & Status ofthe Class

Independent Writing Guided Writing Investigations Group Sharing &

Evaluation


when Writers Talk is included

Writers Talk (optional):

Teacher and/or student present

a brief (1 - 2 minutes) talk

about a writers life, writing

process, or craft

Minilesson is based on

students needs or curricular

objectives

Objective of minilesson is

focused and is stated in one or

two sentences

Minilessons may generate

charts to hang up around the

classroom

Status of the Class (optional):

lasts 2 minutes


Students write quietly in

notebooks or work on drafts

Writing topics are both self-

selected and assigned

Multi-stage writing process

(Explore, Draft, Edit,

Publish) is used

Teacher confers with

students and extends

students processing and

understanding

Teacher asks genuine

questions in conferences

Teacher takes notes during

individual conferences

Teachers forms groups based

on student needs or interests Teacher establishes a writing

focus around drafting,

revision, or editing

Teacher provides a rationale

for when, where, and why this

understanding may be used

Teacher may use mentor text

or models or other resources

like a thesaurus or dictionary

Teacher confers with

individuals in the group as

they apply new

understandings to their

writing

Students share their work,discuss the focus of the

lesson, and how to apply it to

future work

Investigations may be done

by individuals, partners, small

or large groups

Students formulate questions

about a topic

Students use a wide variety of

research tools to gather

information (e.g., interviews,

questionnaires, observations,

books, Internet, etc.)

Students present a final

project (e.g., performance, a

display, a paper, etc.)

Teacher provides guidelines,

structure, and timeline


Sharing may occur in whole

class in a community setting,

in small groups, or in pairs

Students may connect back to

the minilesson, discuss

reactions to reading, read

parts of their books aloud, or

share written responses

Students might evaluate how

the Writing Workshop is

going

Teacher lifts or extends

students understanding

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58

IX. Assessment

Careful assessment and observation are the cornerstone of the Balanced Literacy framework. Teachers use a variety of assessment techniques as well as their

observations of students reading and writing behaviors to inform instructional decisions.

General Practices Assessment of Reading Assessment of Writing Assessment of Word Study

Teacher uses a variety of assessment

techniques

Assessment is embedded daily in

reading, writing, and language/word

study

Students are involved in the

assessment process by routinely

assessing their own work and setting

goals

Teacher uses assessment to inform

instruction Teacher uses assessment to establish

and reconfigure instructional groups

Assessment of students reading

should examine these indicators:

strategic actions for sustaining and

expanding reading, reading habits

(amounts, type, and quality of

reading), level of text, attitudes and

interests, response to literature


Balanced Literacy required reading


may find useful

Assessment of students writing should

examine these indicators: organization

and development of ideas, the writers

craft, voice, word choice, and

language, conventions (grammar,

punctuation, and spelling) , students

interest and attitudes toward writing


Balanced Literacy required writing


may find useful

Assessment of students word

study knowledge should examine

these indicators: phonics,

spelling, and vocabulary

Assessment techniques should

include Balanced Literacy

required word study assessments

and others that the teacher may

find useful

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26/29

COTs on Environment January 11, 2013 1:56 PM

From: Erin Robbins

To: Evaluator A Evaluator B

Cc: Administrator A Administrator B

COTs on Environment.docx (36.2 KB) Download | Briefcase | Remove

Hi Ladies,

Attached you will find a table with the teachers assigned to each of us for the COTs onenvironment. I tried to be sure to give each of us a range of grade levels. I did, however, avoid youhaving to assess someone from your own grade level team.

If you would like me to make copies for you just let me know. When you finish, please drop themby my office.

Have a wonderful weekend!

Erin L. RobbinsStovall-Shaw Elementary School; Assistant Principal InternNC State University; Northeast Leadership Academy Fellow!


27/29

Classroom Observation Tool (COT) on EnvironmentDebriefing Meeting

Present:

Evaluator A Evaluator B Erin Robbins

Things to Share:

Plus/Delta emails for teachers to provide some feedback. (Approx. 3positives/1 area of improvement)

Mindful of the COTs scale, scores with more reliability are those thatdo not score extremely high across the board.

There is always room for improvement.Overall School Strengths:

Reading area: books are labeled, student choice Classroom layout: clustered desks, whole group area

Overall School Area(s) of Improvement:

Poetry: thoughtfully choosing poems with strong teaching points, needresources, do 3-5 teachers have F & P poetry book?

3-5 Writing station, Word work station (Model classroom); it wasmentioned that these classrooms are much smaller and do not have asmuch space to organize.

Individual teachers identified who may need additional assistance

from our curriculum coach: Teacher A: buddy study not yet started; the teacher shared that the

students are not ready

Teacher B: general organization Teacher C: labeling/organizing writing stations

Teacher Exemplars (Invite teachers to observe in these classrooms):

3-5: Teacher D, Teacher E, Teacher F K-2: Teacher G, Teacher H

Additional Considerations:

Are there supplies we can purchase for teachers to help organize theirstations?


28/29

Teacher'A'

COTs'on'Environment'Feedback'

+' ' Room'displays'many'charts'that'

reflect'literacy'learning' Consider'bulking'up'the'Poetry'

Area'with'both'purchased'and'

student'published'anthologies'

(This'may'be'something'you'want'

to'discuss'as'a'grade'level'when'

deciding'what'to'include'on'a'

materials'list'for'Administrator'B)'

Environmental'Print'is'strong'throughout'the'entire'room'with'

all'materials'and'learning'areas'clearly'labeled'

'

Book'Area'contains'a'wide'variety'of'titles'and'is'clearly'labeled'in'a'

variety'of'ways'(e.g.'genre,'

author)'

'

Writing'Area'contains'a'wide'variety'of'materials'for'students'

to'use'during'literacy'stations'

'

Students'can'move'about'the'room'independently'keeping'an'

appropriate'noise'level'for'effective'work'to'be'done''

'

'


29/29

Re: COTs on Environment Feedback February 15, 2013 6:20 AM

From: Erin Robbins

To: Teacher A

K Poetry.pdf(2.7 MB) Download | Briefcase | Remove

Good question, Teacher A!

I have attached a copy of some rhyming poems that can work throughout the school year. Quite a fewhave activities that probably wouldn't be appropriate for Kindergarten, but you can always retype thepoems or make posters from them. You can use acrostics, shape poems, poems that tell stories, poemsthat convey strong emotion, songs, nursery rhymes...

I will continue looking to see if there are resources that already have an organized set of appropriateand varied poems. I am sure there must be something out there. Thanks.

Erin L. RobbinsStovall-Shaw Elementary School; Assistant Principal InternNC State University; Northeast Leadership Academy Fellow

----- Original Message -----From: "Teacher A" To: "Erin Robbins" Sent: Friday, February 15, 2013 5:44:32 AMSubject: Re: COTs on Environment Feedback

Do you have any suggestiuons as far as what poems for kindergarten to display for station? Nurseryrhymes?

Teacher AKindergarten TeacherStovall Shaw Elementary School

----- Original Message -----From: Erin Robbins To: Teacher A Sent: Thu, 14 Feb 2013 06:22:02 -0500 (EST)Subject: COTs on Environment Feedback

Good Morning Teacher A,

Thank you for allowing me to come in and take a look at your classroom environment as it relates toliteracy and the physical and social space. I have attached a copy of the plus/delta for your review.

If you have any questions or would like help improving any deltas do not hesitate to ask; I would love

to assist in any way I can!

Have a great day.

Erin L. RobbinsStovall-Shaw Elementary School; Assistant Principal InternNC State University; Northeast Leadership Academy Fellow

COTs on Environment

Documents

Transcript of COTs on Environment